Day 15: Peer Editing & Revising Essential Questions 1. Why is peer editing effective? 2. How does revising help enforce concepts?
Common Core State Standards 1. CCSS.ELA-LITERACY.W.6.1.C Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. 2. CCSS.ELA-LITERACY.W.6.1.D Establish and maintain a formal style. 3. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. 4. CCSS.ELA-LITERACY.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 5. CCSS.ELA-LITERACY.W.6.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)
Student Objectives 1. Students will be able to effectively peer edit an argument essay. 2. Students will be able to revise their argument essay. Prior Knowledge Students will have written an argument essay. They will have had practice editing their peers intros, body paragraphs, and conclusions during the model lessons.
Instructional Plan 1. Motivational Beginning: The students will arrive in the classroom and complete the Do Now activity written on the board, which will direct them to copy down the nights homework. (5 minutes) 2. Body of Lesson: a. The teacher will pass all of their argument essay materials back to the students. (2 min) b. She will explain that they will be peer editing and revising their papers today. The teacher will first have the students highlight all the transitions in their paragraph and highlight the citations. c. The teacher will pass out the peer editing checklist and explain the checklist, letting students know that they are going to first read the introduction and complete the checklist for that paragraph only. (5 min) d. She will have students switch papers with a peer and then edit, giving them 5 minutes to look through the introduction paragraph. (5 min) e. She will then have students peer conference with one another on their introductions. The students will make any corrections necessary. (10 min) f. She will then have the students switch back and they will look at both body paragraphs, filling out the checklist for those. (5 min) g. She will then have the students conference with one another on their body paragraphs and the students will make any corrections necessary. (10 min) h. They will then move on to the conclusion, once again switching papers with their partner. (5 min) i. They will then peer conference on their conclusions and make any revisions necessary (10 min) j. The teacher will have students share some of their paragraphs on the document camera and ask any clarifying questions (10 min). 3. Closure: The teacher will explain that they will begin their argument essay assessment tomorrow.
Assessment 1. The students will be informally assessed on their ability to participate in peer editing. 2. The students will be informally assessed on their ability to revise their paper.
Homework 1. Review argument essay outline and paragraphs they have written.